WELCOME
Welcome to "Effective Orientation of New Staff to the School". This course is intended to help schools devise programs of orientation that are suitable for the needs of each new staff.
This course has four modules:
- Module 1: Induction basics
- Module 2: The fundamentals of effective induction
- Module 3: Inducting newly hired teachers and temporary staff
- Module 4: Creating an orientation handbook
PREPARATION
There's no preparation work required to complete this course.
COURSE STRUCTURE
This is an independent study program which means your individual starting date and due date are based on your date of registration. Your instructor will advise you of this due date.
This is an interactive online course. Although you will be able to complete some of it just by sitting in front of your screen working through the online material, we will regularly ask you to reflect on what you have learned, and put ideas into practice.
- Activities - exercises or reflections for you to carry out in front of your computer screen. Unlike a Task, there is no specific end product, and you'll always be able to complete them on your own.
- Tasks - similar to Activities, but requiring you to put your learning into practice in a specific situation in school.
- Forms - use to collect the information learned.
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Resources -
a) RESOURCE FORMS: Has PDF forms to help you answer questions in the Student Books
b) RESOURCE FURTHER READING: Includes clarifications about the module.
c) REFERENCE LINKS: Has links to websites referred to in the module.
d) DEFINITIONS: Has definitions of terms used in the module.
e) BIBLIOGRAPHY: The bibliography is located at the bottom of this page that includes books you may check out at your local library.
- Student Book- for you to record your reflections and send to your instructor.
At any time you may email your instructor with questions or problems you may be having with the material or the web site.
STUDENTBOOK
How do I get the Student Book to my instructor?
You will need to email it to your instructor. Download and save the document as described below and then you can enter your own text into the Student Book word document. Your instructor will expect a version of your Student Book as you complete each module. These can be saved by you in your files as well as being sent to your course instructor via email as an email attachment.
How do I save and name the Student Book?
You cannot type your answers on this web site. You must download your Student Book template which is a word document, by clicking on the download link below.
For your Student Book, please use a text document or a Microsoft Word document and type your text there. Title the document like this:
- NAME OF CLASS
- NAME OF TEACHER
- YOUR NAME
- DATE
- MODULE1
[NAMEOFCLASS_TEACHERSNAME_YOURNAME_MODULENUMBER.doc ]
like this
6208_DRCLARK_JOHNDOE_MODULE1.docSave the Student Book on your computer and complete the assignments on the document and then email it to your teacher.
INDEX
STUDENTBOOKS Click here to download all student books
RESOURCES
BIBLIOGRAPHY
REFERENCE LINKS
Module 1: Induction basics
MODULE1A Intended learning outcomes for Module 1
MODULE1B Defining induction
MODULE1C Why offer induction?
MODULE1D Activity 1: Who does the induction?
MODULE1E The timing of induction
MODULE1F Induction and pupil learning
MODULE1G Activity 2: Induction and continuing professional development (CPD)
MODULE1H Some barriers to effective induction
MODULE1I Activity 3: Overcoming induction barriers
MODULE1J Activity 4: What needs to be conveyed?
MODULE1K Some basic considerations
MODULE1L Gender considerations
MODULE1M Activity 5: Gender considerations
MODULE1N Reflective practice
MODULE1O Activity 6: On reflective practice
MODULE1P Journal writing as a tool for reflection
MODULE1Q What have you learned? Evaluation of your learning from Module 1
MODULE1R Congratulations
Module 2: The fundamentals of effective induction
MODULE2A Intended learning outcomes for Module 2
MODULE2B Effective induction: initial considerations
MODULE2C Activity 7: How teachers learn
MODULE2D Working with adults
MODULE2E Mentor relationships
MODULE2F Activity 8: Mentor relationships
MODULE2G Activity 9: What makes a good mentor (1)
MODULE2H Activity 10: What makes a good mentor (2)
MODULE2I Activity 11: Nurturing educator creativity
MODULE2J What mentoring is not (1)
MODULE2K What mentoring is not (2)
MODULE2L Activity 12: The socialization process
MODULE2M Activity 13: Evaluating induction in your school
MODULE2N Task 1: Evaluating induction in your school
MODULE2O What have you learned? Evaluation of your learning from Module 2
MODULE2P Congratulations
Module 3: Inducting newly hired teachers and temporary staff
MODULE3A Intended learning outcomes for Module 3
MODULE3B Induction Guidelines
MODULE3C Induction as a basis for continuing professional development
MODULE3D The importance of inducting recently qualified teachers
MODULE3E Activity 14: "The New Teacher Project"
MODULE3F The Career Entry and Development Profile – an example from England
MODULE3G Activity 15: The Career Entry and Development Profile – an example from England
MODULE3H Activity 16: What schools can usefully do for recently qualified teachers
MODULE3I Inducting temporary staff
MODULE3J Inducting temporary staff (2)
MODULE3K Task 2: A handbook for temporary staff
MODULE3L What have you learned? Evaluation of your learning from Module 3
MODULE3M Congratulations
Module 4: Creating an orientation handbook
MODULE4A Intended learning outcomes for Module 4
MODULE4B Activity 17: A checklist for effective induction
MODULE4C Rationale for an induction handbook
MODULE4D Induction into your school as an institution
MODULE4E Task 3: Induction into your school as an institution
MODULE4F Induction into the procedures of your school
MODULE4G Task 4: Induction into the procedures of your school
MODULE4H Induction into the department
MODULE4I Task 5: Induction into the department
MODULE4J Induction into the requirements of the job
MODULE4K Task 6: Induction into the requirements of the job
MODULE4L Other considerations
MODULE4M Task 7: Getting feedback
MODULE4N Task 8: Creating the handbook
MODULE4O What have you learned? Evaluation of your learning from Module 4
MODULE4P Congratulations
Module 1: Induction basics
MODULE1A Intended learning outcomes for Module 1
By the end of this module you should:
- know some general principles behind effective induction
- have thought about how staff are currently inducted in your school
- know what needs to be conveyed through induction in your school
A solid Orientation program (hereafter referred to as Induction) is at the heart of good management practice in schools. Leaving a teacher to sink or to swim through the first days and weeks of a new job can crush their morale, or at the very least, lead to them developing working habits that do not suit your school's environment.
We know from research, not just in the world of education but in other professions such as medicine and nursing too, that employees often need guidance in becoming proactive and reflective practitioners. This is exactly what induction seeks to achieve.
A good working definition of induction is:
"A practical process of both formal and informal introduction to a new job or position."
In the United States, most schools have a "new teacher" day, offering an opportunity for new staff to meet each other, go over the teacher handbook and be inserviced on school policy and procedure. In some countries such as England and Wales, an induction period for newly qualified teachers is required by law. This is a statutory requirement, but there are many other reasons for offering induction. In international schools, in addition to all the professional requirements of the school, newly hired teachers need to rapidly get to know the cultural, social and political issues relevant to their new location, as well as needing to learn a plethora of new processes central to their day-to-day lives (banking, currency, etc).
To summarize, induction:
- helps new staff settle into the working of the school quickly and effectively
- embeds professional and personal development concepts into the work of the teacher within the context of their new working environment
- conveys best practice standards as identified by the school
MODULE1D Activity 1: Who does the induction?
So which staff are actually involved in the induction of new and existing staff? The obvious people are the immediate supervisors, as well as an identified mentor and, if appropriate, a "buddy" - a close companion with whom close cooperation is required.
That said, teamwork is at the heart of most of a school's successes and, to some extent, the entire staff of a school will be involved in a teacher's induction.
Who's involved in induction in your school? Go to your Student book (1) and reflect on this question.
MODULE1E The timing of induction
When you're considering the induction of a new or existing member of staff, you need to think about the timescale that the inductee should be working to. How long will induction last? Does the period of induction have its own pace and rhythm? Are there high points of activity and low points of consolidation? All of this needs to be taken into consideration.
Many schools start the process of induction before the job actually begins. This ensures that the new member of staff has a chance to read through relevant literature before their first day. This seems a good idea, but remember that effective induction should not depend on inductees working in their own time ahead of employment in your school. Many international school contracts are timed to begin well before the first day of school for this reason
MODULE1F Induction and pupil learning
Although induction is obviously intended to benefit the teacher, the ultimate goal has to be to help that teacher to positively influence the learning experience of the pupils that they teach.
As Roland Barth says in Improving Schools from Within:
"If you are traveling with small children on an airplane, the flight attendant tells you in the case of emergency to put the oxygen mask on yourself first in order that you are in a position to help your child." (p46)
For teachers to have this positive impact on pupils' learning, it's important that they quickly establish good practice in continuing professional and personal development. Effective induction can help set up these good habits early on. The next Activity examines this in more detail.
MODULE1G Activity 2: Induction and continuing professional development (CPD)
Read Resource 1, which lists the many opportunities that exist for teachers to 'learn on the job', either as part of their induction or as part of their continuing professional and personal development.
- What, if anything, would you add to this list?
- Why is it so important to use induction as an opportunity to instill good habits for continuing professional and personal development?
Record your responses in your Student book (2) in as much detail as possible.
(We'll come back to the subject of professional development in Module 3.)
MODULE1H Some barriers to effective induction
There are certain barriers to effective induction that you need to be aware of. Even if your school has established very good induction practices, it will probably have had to overcome these barriers, which typically fall under three main headings:
- resource restrictions such as time and money
- relationship and communication difficulties between staff
- individual skills, abilities and willingness to induct and to be inducted
The next page suggests some principles for overcoming these barriers.
MODULE1I Activity 3: Overcoming induction barriers
To overcome the barriers to effective induction, your school will need some, or all, of the following:
clearly identified and shared goals for change
- a clear vision of how induction should be approached in your school
- the desire to move forward with this vision in the face of inappropriate opposition
- a willingness to accommodate valid and constructive opposition
- the support of the majority of existing members of staff
- an understanding of the importance of effectively inducting staff into the workings and goals of the school
Thinking about the level and quality of induction offered by your school, to what extent do you see the three identified barriers playing a part in reducing the effectiveness of that induction? Give precise examples where possible.
Can you see any quick solutions from those listed above to any of the barriers your school faces?
Record your thoughts on these questions in your Student book(3).
MODULE1J Activity 4: What needs to be conveyed?
What information is vital to induction in your school? What, at this stage, do you feel needs to be conveyed to new staff?
Focus your thoughts around the following basic themes:
- information about the school and how it functions (within the wider context of the community, too)
- information about pupils and how they learn
- information pertinent to the new colleague's specific role
Generic information about the practicalities of working in your school and the demands of working and living in the state/school district where the school is located:
Record your ideas in your Student book (4) in as much detail as possible.
MODULE1K Some basic considerations
There are myriad theories and tools aimed at explaining and supporting effective induction. For the purposes of this course, and to support the development of your own theories on effective induction within the context of your workplace, the next section of the course will focus on three specific areas:
- gender considerations
- reflective practice
- journal writing as a tool for reflection
MODULE1L Gender considerations
Some thinkers on the professional development of teachers have expressed concern that a gender-neutral approach to development (we can include induction in this term) in fact supports and embodies masculine models of learning and of personal identity.
So it's essential that anyone learning about their responsibilities for inducting new and existing staff should spend some time focusing on the implications of the approach to professional learning that is taken in the school.
Gender considerations lie at the foundation of the basic ideas that should be looked at when exploring induction and how it can be achieved effectively.
Educators in the United States often do not even consider this an issue - other than occasionally mentioning "the good old boys club". There are equal opportunity laws that protect all employees. However, in many other countries throughout the world, gender issues figure into some cultural clashes.
MODULE1M Activity 5: Gender considerations
Read Resource 2, which discusses the issues raised by researchers into gender and professional development.
Remember that anyone with responsibilities for inducting new colleagues needs to keep gender considerations in mind.
Then, in your Student book (5), answer the following questions in as much detail as possible.
- Based on your own experience of teacher development, do you agree that attempts at gender-neutrality do in fact lead to the pursuit of a male-dominated model of learning?
- If so, what do you see as a solution to this issue, particularly concerning induction?
- Do your ideas guard against bias and help work towards balance when it comes to true gender-neutrality and induction in your school?
Reflection has been described as a 'conceptual and methodological portmanteau'. It has a catalogue of meanings in the context of the induction and professional development of teachers. Studies have shown that reflection is used in various ways or phases:
- through the development of a need to solve or resolve an issue
as a means of finding clarity on an issue - to revise or review something
- to review an emotional response to something
- as a means of processing information and learning
- as a precursor to action
MODULE1O Activity 6: On reflective practice
Resource 3 explores some of the ideas discussed on the previous page in more detail.
Read this Resource, then note in your Student book (6) the importance of reflection in induction specifically and in professional development generally.
Record your thoughts in as much detail as possible.
MODULE1P Journal writing as a tool for reflection
Journal writing has long been used as a tool for reflective practices to support professional learning. These journals may be shared with others, but can be equally useful as a private record of learning and reflection.
A "learning journal", when used properly, can achieve the following:
- record the experiences of the writer over time
- chart development over time
- help to organize and identify future development needs
- help the writer to understand better their process of learning
- enhance self-development
- help to problem-solve
MODULE1Q What have you learned? Evaluation of your learning from Module 1
As you're near the end of Module 1, it's time to reflect on your learning. Have another look at the intended learning outcomes for Module 1.
By the end of this module you should:
- know some general principles behind effective induction
- have thought about how staff are currently inducted in your school
- know what needs to be conveyed through induction in your school
Go to your Student book (7) and note the extent to which you've achieved these learning outcomes, and to record any other learning that you think is important than e-mail your comments to your instructor.
Module 2: The fundamentals of effective induction
MODULE2A Intended learning outcomes for Module 2
By the end of this module you should:
- have explored how adults learn in the workplace
- understand how adults can best work with each other in supportive mentor/mentee relationships
- have the skills to evaluate induction appropriately in your school.
MODULE2B Effective induction: initial considerations
To start this Module, read Resource 4, which contains some considerations for any effective induction program.
BACK TO INDEX
MODULE2C Activity 7: How teachers learn
In Module 1, we touched on how teachers can "learn on the job". We'll look at that in a bit more detail now, splitting the areas of learning into formal and informal methods.
Resource 5 lists some of these formal and informal methods. Any school induction program should be fully aware of the immense scope for learning that exists and aim to incorporate a full range of activities that draw on these methods.
- From your own experiences of being inducted and/or of inducting other members of staff at your school, what are your reflections on the lists in Resource 5?
- Do you consider some methods of learning to be more effective than others?
- In your opinion, what else should have been included in Resource 5?
Note your responses in your Student book (8) in as much detail as possible.
BACK TO INDEX
Christine Bennetts in her study, Lifelong Learners: in their own words says that anyone who works with adults in a mentoring role can be seen as an example and guide for the new and less experienced member of staff.
Bennetts also found that everyday discussion acts as the forum for "reasoned debate and mutual challenge".
Participants in her study also identified the key skills for successful learning alliances. They're listed in Resource 6.
Next, we'll look in more detail at how these sorts of mentoring relationships can support induction.
BACK TO INDEX
In schools where effective induction takes place, new colleagues are given a mentor. Having this central point of contact can greatly ease the settling-in process and help new members of staff become effective and efficient members of the school's community as quickly as possible.
There are many theories as to what it is, exactly, that a mentor should do. In fact, mentoring has in the past been described as a "slippery concept".
A common breakdown (and one that is adopted by Hal Portner in his book Mentoring New Teachers) of the functions of mentoring is as follows:
- relating
- assessing
- coaching
- guiding
Note: Our course on Motivational mentoring goes into more detail on this subject. This section of this course is intended as an introduction to the area of mentoring.
MODULE2F Activity 8: Mentor relationships
Resource 7 explores the four main functions of mentoring as identified by Hal Portner.
Think about how mentoring is used to support induction in your school. To what extent do you agree with the mentoring functions as they're described by Portner?
What, if anything, would you add to these functions?
To what extent do mentors in your school perform these functions in the induction process in particular?
Is mentoring thought to be important in your school?
(Remember to relate all of your responses specifically to orientation, rather than more general mentoring program that may go on e.g., as part of the process of continuing personal and professional development in a school).
Record your answers in your Student book (9) in as much detail as possible.
MODULE2G Activity 9: What makes a good mentor (1)
Think about the people who have had an influence over your professional life.
What kinds of things have they taught you?
If you've ever had a mentor or a professional "friend" or "buddy", how did they help you to grow professionally? Try to think of at least six points.
What form did this mentoring take? For example, did it occur through pre-arranged meetings, or spontaneous chats? Were you able to make requests according to your needs or was your relationship guided and steered by your mentor?
From your experiences, can you see what a central role a mentor has to induction?
Add your thoughts to your Student book (10) in as much detail as possible.
MODULE2H Activity 10: What makes a good mentor (2)
Resource 8 contains another extract from Mentoring New Teachers. It lists what a veteran teacher remembers about the good mentors he's had over the years.
Are there differences between your idea of what makes a good mentor, and the list presented here?
Record your thoughts in your Student book (11).
MODULE2I Activity 11: Nurturing educator creativity
An important element in mentoring new and existing colleagues, which sometimes gets lost in the mix, is nurturing creativity. Read Resource 9 which has some more information on this subject.
How important is it to take an holistic approach to the induction of new and existing members of staff at your school?
What role do you see creativity having in the induction of new staff at your school?
How does paying attention during induction to the broader experience of life and creativity fit in with your school's ethos and mission?
Record your answers in your Student book (12) in as much detail as possible.
MODULE2J What mentoring is not (1)
There's a temptation for some mentors of new teachers to adopt some form of supervisory or evaluation role into their role as a mentor. Although this is fairly common and perfectly understandable, it is not appropriate for a mentor.
Trust and confidentiality are universally accepted to be vital components of mentoring. Mentees have to be able to expose their vulnerabilities, insecurities and uncertainties and they might not want to do this.
MODULE2K What mentoring is not (2)
On page 6 of his book, Mentoring New Teachers, Hal Portner lists some other important distinctions between the role of mentor and that of a supervisor or line manager.
These are as follows:
- Mentoring is collegial (neither party has authority over the other); evaluating is hierarchical.
- Mentoring is ongoing; evaluating visits are set by policy.
- Mentoring develops self-reliance; evaluating judges performance.
- Mentoring keeps data confidential; evaluating files it and makes it available.
- Mentoring uses data to reflect; evaluating uses it to judge.
- In mentoring, value judgments are made by the teacher; in evaluation they are made by the supervisor.
MODULE2L Activity 12: The socialization process
Regardless of the level at which they enter your school, new colleagues should all go through the socialization process. In practice, this means new colleagues should be helped to do the following:
- to find their voice in the context of the new working environment
- to identify their vision for working in that establishment
- to make professional and social friends
- to identify their network of support in the school
- to understand how the community functions on its many and various levels
- to make links between the people and the functions of the school
Socialization is essential if new teachers are to be able to create a productive role for themselves in the life of the school.
In your Student book (13), note the extent to which your school helps the socialization process of new teachers.
MODULE2M Activity 13: Evaluating induction in your school
This Activity will help you evaluate the induction process in your school.
Resource 10 contains a checklist to work through when considering the induction of a new member of staff.
Read the Resource and then note anything that you do not currently do regarding induction in your school in your Student book (14).
MODULE2N Task 1: Evaluating induction in your school Good questions can help you evaluate your induction process further. The process of asking and answering these questions can help to ensure that all new members of staff, as well as existing colleagues who may have changed role, receive a targeted, useful and fulfilling induction.Resource11 contains examples of these useful questions, plus some questions you can ask inductees to evaluate their own experiences.
Over the next week or two, speak to relevant colleagues in school to help you answer the first list of questions.
Record your responses in your Student book (15).
MODULE2O What have you learned? Evaluation of your learning from Module 2
As you're near the end of Module 2, it's time to reflect on your learning. Look again at the intended learning outcomes for Module 2.
By the end of this module you should:
- have explored how adults learn in the workplace
- understand how adults can best work with each other in supportive mentor/mentee relationships
- have the skills to evaluate induction appropriately in your school
Go to your Student book (16) to note the extent to which you've achieved these learning outcomes, and to record any other learning that you think is important then e-mail your comments to your instructor.
Module 3: Inducting newly hired teachers and temporary staff
MODULE3A Intended learning outcomes for Module 3
By the end of this module you will have:
- considered any legal requirements that might apply to the induction of newly qualified teachers
- focused on the use of induction as a basis for continuing professional development
MODULE3B Induction Guidelines
Each state, each school district - even individual school buildings - have their unique requirements and plans for induction and orientation procedures. However, most schools have specific contractual requirements involving assessment and a probationary period which apply to newly hired teachers. Become familiar with those regulations and guidelines which are in place for your district.
For an example of one school district's mentoring program, visit http: www.teachermentors.com/ExamOrientaProg.php
Visit your state's Department of Public Instruction website to explore resources available in your area.MODULE3C Induction as a basis for continuing professional development
We looked briefly at the importance of induction to professional development in Module 1. For teachers new to the profession, it's especially important to embed the roots of professional and personal development deeply within any induction program that they're offered.
Successful professional development can have a huge impact on the whole school community. In addition to promoting teachers as models of lifelong learning, it also:
- helps to raise standards of achievement in pupils at all levels
- helps teachers to manage change
- leads to the personal as well as the professional development of teachers
- increases staff morale and sense of purpose
- promotes a sense of job satisfaction
- helps to pull together the school's vision for itself
MODULE3D The importance of inducting recently qualified teachers
The induction that a recently qualified teacher receives on joining a school can make or break their view of the profession as a whole. With teacher retention being a potentially problematic issue in many countries around the world, the more effective induction is for new teachers the better. It's no exaggeration to say that for some, the quality of induction that they receive is a critical determining factor in whether or not they remain in teaching as a career.
Initial teacher training can only prepare new teachers to begin their careers. It's perfectly right that they do not emerge from college as experts, far from it, but their continuing learning and development have to be established through the induction process.
Induction in a teacher's first job, particularly if overseas, is a vital way of conveying positive perceptions about
(a) work generally and,
(b) that workplace specifically.
MODULE3E Activity 14: "The New Teacher Project"
The New Teacher Project: Support for Educators During Their First Years is an article on the American website, Edutopia. It explores the importance of supporting new and recently licensed teachers in their first jobs in the profession. Read this article by going to the following site:
http://www.edutopia.org/supporting-new-teachers
Make a note of the points made that held particular significance for you.
Record these in your Student book (17). What were the points from the article "The New Teacher Project" that had most significance for you and why?
MODULE3F The Career Entry and Development Profile – an example from England
A central part of the process of induction for newly qualified teachers in England is a document called the Career Entry and Development Profile (CEDP).
The CEDP has been designed to help new teachers to think about their professional development at key points of their training and their induction period.
Remember that the induction period in England does have an assessment role as well as that of support, but the concept of the CEDP (and variations on that form) is a useful one for schools all around the world.
MODULE3G Activity 15: The Career Entry and Development Profile – an example from England
Click here to read an article all about the Career Entry and Development Profile in England.
Read this article and make detailed notes in your Student book (18) about the following:
- What do you see as the most useful aspect of the CEDP? Write from experience if you have used one for yourself or worked with a teacher who has used one.
- Does the format of the CEDP offer anything that your school could usefully adopt?
- Are the questions contained within the CEDP pertinent to the induction of newly hired teachers in your school? Could they be adapted or added to?
- Can you find examples of similar profiles developed elsewhere?
MODULE3H Activity 16: What schools can usefully do for recently qualified teachers
Read Resource 12, which contains a summary of research from the Teachers' Network. What would you suggest would be the three most important elements of recently qualified teacher induction?
Using your reflections on what you have learned so far on the course, as well as the information gleaned from Resource 12, explain why you have reached this conclusion.
Record your thoughts in your Student book (19) in as much detail as possible.
MODULE3I Inducting temporary staff
Your school district will most likely need to employ temporary staff on long-term or short-term contracts to cover for staff absences or vacancies. Your district office or school secretary will have a list or pool of individuals who are willing to be 'on call' for day-to-day work. These substitute teachers or 'supply' teachers' (as they are called in most other countries) still need to receive some orientation into the working of your school and your district policies.
Often their induction can be overlooked. To illustrate this, read Resource 13, which is the transcript of a fictional interview with a supply teacher in England (based on actual experience).
MODULE3J Inducting temporary staff (2)
There's a limit to the amount of information a temporary teacher can take in just before they begin the working day covering for an absent teacher, but at the very least they will need to know:
- details about your school schedule for the day
- the timetable they are due to work to
- who to call on in the event of difficulties for example with behavior and discipline
- a point of contact for the day
- class lists
- fire and other procedures (such as registration)
- particular needs of students
MODULE3K Task 2: A handbook for temporary staff
To avoid having to gather the information that temporary teachers need before they can start teaching, some schools produce a handbook for temporary teachers. This can take the form of a professionally produced brochure, or simply the relevant information printed on loose sheets that are stapled together – whatever is most suitable for the needs of your school.
The template outlined in Resource 14 can be used to form a basis for a handbook for temporary teachers in your school.
Using the Resource 14 as a basis, plus any others that are appropriate to your school, draw up a handbook to assist in the induction of temporary teachers at your school.
MODULE3L What have you learned? Evaluation of your learning from Module 3
As you're near the end of Module 3, it's time to reflect on your learning.
Have a look at the intended learning outcomes for Module 3.
By the end of this module you should have:
- explored any legal requirements that might apply to the induction of newly qualified teachers
- focused on the use of induction as a basis for continuing professional development
Go to your Student book (20) to note the extent to which you've achieved these learning outcomes, and to record any other learning that you think is important than e-mail your comments to your instructor.
Module 4: Creating an orientation handbook
MODULE4A Intended learning outcomes for Module 4
By the end of this module you will have:
- collated all the relevant information on the induction of new staff in your school
- started work towards writing an induction handbook for your school.
MODULE4B Activity 17: A checklist for effective induction
Read through Resource 15, which contains a checklist for effective induction, and make a note of any points that do not apply to teachers in your school, and any other points perhaps not included in the checklist that do apply. Record these in your Student book (21) in as much detail as possible.
Some of what you read may seem obvious. For example, of course a new teacher needs to be told where the bathroom facilities are or how the photocopier works, but it's always better to repeat this kind of information than not to give it at all.
MODULE4C Rationale for an induction handbook
Before you begin the task of drawing up a handbook for induction in your school, think first about why you are doing it. What is your rationale?
As a reminder, here are some more points on the importance of induction:
- There are many informational and practical considerations for new members of staff in a school, such as orientation around the building and the legal aspects of employment at the school.
- The full requirements of the post need to be gone through in detail to enable the teacher to fulfill their post to their best ability.
Schools must guard against new employees feeling isolated and confused about its way of working. - New employees need to be helped through rules and procedures especially regarding health and safety and discipline.
- Schools may lose their new employees if they are not nurtured into their jobs with a full support system in place. Although not all new employees will need to take advantage of support systems, they need to be available as soon as difficulties kick in.
- Failure to provide this can result in the new teacher leaving the school at the earliest opportunity and so leading to instability on the staff and increased staff turnover, the costs of which are high.
- Effective induction improves motivation and performance through extending skills and knowledge.
The induction handbook can serve two purposes:
- as a reference guide for newly hired teachers
- as a reference guide for those with responsibilities for inducting members of staff
MODULE4D Induction into your school as an institution
What, exactly, do inductees at your school need to know about the institution they have just joined?
Here are some ideas:
- Mission statement – all schools should have a written and agreed mission statement. Reading this is a quick route into a school's community.
- Spirit – although perhaps not written, every school has a characteristic spirit that will need to be conveyed to newly hired teachers.
- History – sometimes well documented, a school's history can offer valuable insight into why it functions as it does today, especially if it has a significant history such as being two merged schools, or growing out of an existing school.
- The school's physical layout – where are the relevant parts of the school for the new staff member?
Where to look for this information:
Your school's website, prospectus or brochure should contain all of this information. If it doesn't, your head should be able to supply relevant documents to draw on when creating your handbook for induction.
MODULE4E Task 3: Induction into your school as an institution
Gather together all the relevant documents that you need to create the first part of your induction handbook (induction into your school as an institution).
Talk to other members of staff to discuss whether any other information pertinent to your school could usefully be added to this section.
Record this process in your Student book (22) in as much detail as possible.
MODULE4F Induction into the procedures of your school
Read Resource 16, which contains some information about what procedures newly hired teachers need to know.
Where to find this information:
All of the relevant information relating to your school's procedures should be contained in the staff handbook and the individual teacher's contract. Your principal, district administrator or school business office will be able to supply any additional information, such as that related to performance management and teacher evaluation. Your state's Department of Instruction will have additional information regarding licensure.
Note: you may want to bunch all policies under the heading: "Policies you need to know about". Other school policies that may not directly relate to the new teacher's job should still be mentioned by name, but not in detail.
MODULE4G Task 4: Induction into the procedures of your school
Gather together all the relevant documents that you need to create the second part of your induction handbook (induction into the procedures of your school).
Talk to other members of staff and members of the business and/or personnel departments to discuss whether any other information pertinent to your school could usefully be added to this section.
Record this process in your Student book (23) in as much detail as possible.
MODULE4H Induction into the department
Read Resource 17, which has more information on what inductees at your school will need to know about the department they've just joined.
Where to find this information:
Some schools have individual departmental handbooks, in which case much of this information will be contained within. If this isn't the case for your school, the relevant departmental heads will be able to provide the information you require.
MODULE4I Task 5: Induction into the department
Gather together all the relevant documents that you need to create the third part of your induction handbook (induction into the department).
Talk to other members of staff to discuss whether any other information pertinent to your school could usefully be added to this section.
Record this process in you Student book (24) in as much detail as possible.
MODULE4J Induction into the requirements of the job
New teachers at your school will need to know the following about the requirements of the job they have just started:
- The finer details of their contract – what, exactly, does each clause mean?
- The implications of any open-ended or potentially ambiguous clauses – what degree of flexibility is there in the job description?
- The priorities of the job – what should the new teacher focus on first? For example, does a particular year group need to raise its achievement levels? Are there any goals that are part of the school development plan that they should be aware of?
- The skills the new teacher is expected to display – not simply related to the job, but to the way in which they should carry out their role and duties.
- Where to find this information:
All of this information should come from the department head and the principal.
MODULE4K Task 6: Induction into the requirements of the job
Gather together all the relevant documents that you need to create the fourth part of your induction handbook (induction into the requirements of the job).
Talk to other members of staff to discuss whether any other information pertinent to your school could usefully be added to this section.
Record this process in your Student book (25) in as much detail as possible
In addition to everything you have collated so far, you also need to consider the following:
- formal introductions to key members of staff (including department members, librarian, ICT support and so on) and the leadership team, relevant Board members, and leaders of parent organizations
- any benefits linked to working at your school (for example, discounts for staff with local companies)
- explanations of jargon and acronyms used in your school
- feedback from new teachers
MODULE4M Task 7: Getting feedback
Using all of the knowledge and information that you have gained from this course so far, draw up a feedback form that new teachers at your school can complete when their induction period is over. You may like to look again at the second part of Resource 10 for some ideas for questions.
Make sure that the questions posed can elicit real information about the effectiveness of induction at your school as perceived by the participants.
You may like to break down the questions that you pose into categories, perhaps along the lines of the induction handbook that you are devising.
MODULE4N Task 8: Creating the handbook
Now, your final task is to start work towards creating an induction handbook that will be of most use and relevance to your school.
Remember that your induction handbook can be something that new teachers have to keep (containing generic information with space for specific information to be slotted in), or it can simply be a point of reference for those with responsibilities for inducting new staff members in your school.
You have freedom here – that's essential to enable you to create a product that will be of maximum use. Relevance is everything. Think about what physical format the induction handbook will take. Also think about who can help you should you require it.
As your handbook comes together, record the process in your Student book (26) in as much detail as possible. This will help you focus your thoughts.
MODULE4O What have you learned? Evaluation of your learning from Module 4
As you're near the end of Module 4, it's time to reflect on your learning.
Have a look at the intended learning outcomes for Module 4: Creating an induction handbook.
By the end of this module you should have:
- collated all the relevant information on the induction of new staff in your school
- started work towards writing an induction handbook for your school
Go to your Student book (27) to note the extent to which you've achieved these learning outcomes, and to record any other learning that you think is important than e-mail your comments to your instructor.
RESOURCES
Resource 1: Key characteristics of an effective coach or mentor
This extract is taken from The Intelligent School by Barbara MacGilchrist, Kate Myers and Jane Reed:
"There are many opportunities to learn on the job:
- reflecting on what happened in lessons
- asking the pupils their opinion of the lesson
- pupil tracking
- inviting a colleague to observe a lesson
- observing a colleague's lesson
- giving/receiving coaching from a colleague
- job shadowing a colleague
- discussions with colleagues
- team teaching
- discussions with other professionals; for example, psychologists, education social workers
- discussions with parents (p.55)"
Resource 2: Gender-neutrality and induction
The extract below is from Nourishing Educator Creativity: an holistic approach to continuing professional development by Anna Craft, British Journal of In-Service Education, Vol. 22. No. 3. 1996
"[HJ Robertson] argues that gender-neutrality in models of teacher development in fact embody masculine models of learning, knowledge and development, and thus male models of personal identity. She claims that education systems including those which support professional development, are operated on male-orientated systems, set up from a male point of view. Two things follow, she argues, from this. First, this requires all who are in the system as teachers or as learners, to explicitly value male values and characteristics, including competitiveness, certitude, hierarchical power, heavy reliance on rationality, the valuing of conflict and dominance, and a tendency to rely over-heavily on quantifiable and objective information rather than what is valued and subjective. Secondly, it means a denial of other realities, and the propagating of the masculine stance as a universal, under the apparent guise of "gender neutrality"...
The knowing of women is, Robertson suggests, "connectivist" and involves multiple ways of knowing. It involves avoidance of certitude, and values tentativeness and uncertainty." (p.312)
Resource 3: On reflective practice
The extract below is from Reflection in learning and professional development by Jennifer A Moon
"Some of the features that tend to be identified as characteristics of reflective practice are summarized below:
- reflective practice involves the mental process of reflecting, which may or may not be characterized by what we have called 'being reflective';
- the subject matter of reflection is likely to be one's own practice, paying more or less attention to the setting of the practice;
- reflective practice may refer to reflection on the everyday events of practice or the conditions that shape reflection, such as political influences;
- reflection may be ongoing or a reaction to a specific event or an unexpected occurrence or observation of a problem; it is characterized by states of uncertainty; it may have an ethical or moral content;
- it may be in response to an externally posed question or task or arise from personal considerations, but the material will be such (say, unstructured) that there is no immediate solution;
- reflective practice may have a strong critical element;
the end point of reflection in reflective practice may not be resolution of an issue, but attainment of a better understanding of it; - reflection will have involved the process of thinking, but it may be aided by the process of articulation of the thinking orally or in written form;
- review and reconstruction of the ideas surrounding reflection will be aimed at understanding or resolving the issue in the context of a general aim of improving practice, specifically or generally;
- still within the overall context of improving practice, the immediate aim may be self-development or professional development or self-empowerment or empowerment of the educationalist within the political sphere;
- there can be emotional involvement, either in the content of reflection or as a product of reflection, and this may or may not be acknowledged;
- reflective practice may bear some relationship to the process of intuition;
- reflective practice is usually enhanced when there is some sharing of the reflection with others;
- a useful approach to developing further understanding of the nature of reflective practice is exemplified by the comparison of reflective practice with alternative approaches to practice." (p.64)
Resource 4: Initial considerations
Any effective induction program will need to pay attention to the following issues:
- Equal opportunities will need to be explored, particularly with regard to how they relate to the specific needs of the teacher being inducted. Regardless of the information that your school needs to convey by way of induction, an effective program will be able to determine what the teacher's particular skills and strengths are and so nurture and support those for the benefit of the whole school community.
- The individual learning style of the inductee will need to be considered to ensure that induction is as efficient and effective as it can be. To this end, staff induction programs need to be teacher-centered.
Any effective induction program also needs to have considered the following: - Timescales – how long will induction take? Will it be completed in weeks, a term or a year?
- How frequently will inductees be expected to meet with their mentor? Will these meetings be scheduled over the duration of the induction period or arranged on an ad hoc basis?
- What follow-up support is offered once the induction period is over?
- How will induction be reviewed for its effectiveness?
- Resources – what resources are needed and how will these be provided? Has this been established and understood in the school? Are there any circumstances under which these resources may be withdrawn?
- How will the concept of induction be fully embedded in the school and in individual departments? How can you ensure that it is taken equally seriously across the whole school?
Resource 5: How teachers learn
There are seemingly countless opportunities for learning for teachers. For the purposes of this course, the following ideas have been split into two methods of learning: formal and informal.
Formal
Teachers learn by:
- attending conferences and workshops
- taking part in workshops and in-service training days
- earning additional academic qualifications
- doing presentations to colleagues or presenting training sessions
- taking a course of study (that may or may not lead to additional qualifications)
Informal
Teachers learn by:
- talking to colleagues about issues facing them
- communicating and problem solving
- observing other teachers
- being observed
- observing pupils
- assessing pupils
- attending and participating in meetings
- chairing meetings
- working with supervisors and heads of department
- mentoring less experienced staff members
- coaching other teachers
- acting as a peer evaluator
- conducting research in school
- developing curriculum initiatives
- developing schemes of work and lesson plans
- working with visiting consultants and specialists
- making decisions that relate to their teaching and classes
- contributing to school leadership
- conveying learned skills and knowledge from professional development
- inducting fellow members of staff
- writing for professional publication
- reading books and articles relating to their job
- reading for pleasure
- reflecting on professional practice
- journal writing
- creating a career portfolio
- visiting other schools
- taking part in teacher exchanges
- being filmed while teaching
- watching recordings of other teachers
Resource 6: Key skills and requirements for successful learning alliances
The extract below is from Lifelong Learners: In Their Own Words, by Christine Bennetts, International Journal of Lifelong Education, Vol. 20, No. 4 (July-August 2001)
"The skills and requirements for successful learning alliances were those that participants identified in mentors, and also those learned from the mentors. These are:
- Empathy
- Debating (reasoning, lateral thinking)
- Negotiation
- Social/cultural behavior (the way one behaves in a given setting or circumstance)
- Communication (verbal and non-verbal)
- Advocacy (public support for a particular clause)
- Facilitation (the act of making something easy or easier)
- Reflection and reflexivity (thinking and doing)
- Nurturing
- Counseling (active listening, responding, empathy)
- Time-management
- Insight
- Work practice (where relevant)
- Management (where relevant)"
Resource 7: What mentors do – the four mentoring functions
Extracted from Mentoring New Teachers by Hal Portner
Relating
Mentors build and maintain relationships with their mentees based on mutual trust, respect and professionalism. Relating behaviors create an environment that allows mentors to develop a genuine understanding of their mentees' ideas and needs and encourages mentees to honestly share and reflect upon their experiences.
Assessing
Mentors gather and diagnose data about their mentees' ways of teaching and learning; they determine their mentees' competency and confidence to handle a given situation; they identify unique aspects of the school and community culture; and they take note of the school district's formal and informal procedures and practices. Assessing behaviors ensure that the mentees' professional needs are identified so that mentoring decisions can be based on a thoughtful consideration of a variety of data.
Coaching
Mentors help their mentees fine-tune their professional skills, enhance their grasp of subject matter, locate and acquire resources, and expand their repertoire of teaching modalities. Coaching behaviors allow mentors to serve as role models to their mentees; to share relevant experiences, examples and strategies; and especially to open new avenues by which mentees can, through reflection and practice, take responsibility for improving their own teaching.
Guiding
Mentors wean their mentees away from dependence by guiding them through the process of reflecting on decisions and actions for themselves and encouraging them to construct their own informed teaching and learning approaches. Teaching involves constant decision-making. The mentor places the responsibility for decision making with the mentee. Decisions about teaching are driven by reflection. The guiding skill of the mentor is to ask the right questions the right way, and at the right time – questions that encourage the mentee to reflect on his or her decisions. Guiding behaviors stimulate the mentees' creative and critical thinking, empower them to envision future situations, encourage them to take informed risks, and help them build the capacity to develop perceptive decisions and take appropriate actions.
These mentoring functions do not occur in isolation. They consistently overlap and complement each other during the mentoring process.
Functions and behaviors aside, ultimately, a successful mentor must possess an additional attribute – one that is fundamental to mentoring's primary purpose. When all is said and done, a mentor, upon reflecting on his or her mentoring experience, must see himself or herself as having been not only a master teacher who may have had some answers, but also as one who acted on the belief that learning takes place best between and among colleagues exploring together. (p.7)
Resource 8: What makes a good mentor
The extract below is taken from Mentoring New Teachers by Hal Portner
"Raymond is a veteran teacher. He was selected to become a mentor for a new colleague in his school. Raymond was excited about his new role. He was also nervous because he wanted to do a good job. Raymond decided to spend a few minutes thinking about others who had helped him when he began his teaching career. He made a list of those positive behaviors that helped him to become a better teacher and person.
Here is what Raymond remembers about his mentors:
- They made themselves available.
- They listened to what he had to say.
- They were encouraging and optimistic.
- They seemed to know what he needed and when he needed it.
- They invited him to watch them teach, then discussed with him what they did and why they did it.
- They were willing to share their expertise.
- They helped him set realistic goals and timelines.
- They made practical suggestions.
- They directed him to other people or resources when they did not have answers.
- They provided him with constructive and timely feedback on his planning and teaching.
- They encouraged him to take risks and to make his own decisions.
- They made him think about what he was doing in such a way that it helped him consider whether there were better ways.
- They helped him feel that he was not on his own.
- They believed in his ability to succeed.
In addition to Raymond's list, here are some attributes of good mentoring that others have shared with me...
- A mentor looks for signs of specialness that he can somehow work with and develop.
- A mentor manages to "think out loud" in the [mentee's] presence.
- A mentor gives honest advice when needed.
- A mentor does not let his [mentee] get beat up or spit out.
- A mentor lets her [mentee] "shine". She knows the credit will reflect back on her as much as it does on the [mentee]." (p.1)
Resource 9: Nurturing creativity
Research published in the British Journal of In-Service Education speaks of the need for an holistic approach to continuing professional development with an aim of 'nourishing the educator'. As explained in the research, this phrase implies both a physical and an emotional element, as well as an intellectual dimension. If we want teachers to develop creativity in their work in the classroom, we need to spend time during induction devoting attention to this process of 'nourishment'.
As an example of this approach, the Institute for Creativity in England prepared teachers for sessions on the nature of creativity, by inviting them to do one of a number of activities, including:
- read poetry which has been written in the last 10 years
- spend some time outdoors in reflection
- listen to one or more of Beethoven's late string quartets, numbers 13, 14, 15 and 16
- write down a dream you have had
- think of a way of introducing yourself to someone you do not know
Resource 10: Inducting new staff – an action list
Adapted from the Teacher Support Network website: www.teachersupport.info
Action List
- Review the new teacher's job description, curriculum vitae and interview notes, and identify key training needs.
- Prioritize: break down the induction plan into immediate essentials, basics to get the person started on useful work, and further development.
- Set an induction timetable, typically spread over the first month.
- Inform team members of the new teacher's start date and role; resolve any potential conflicts.
- Appoint a mentor to provide informal handholding and consider what roles other team members may have to play in the induction (e.g., explaining local activities, organizations, and events).
- Clear a space and organize essential equipment.
- Introduce the new teachers to the rest of the team.
- Explain basic school facilities (e.g., toilets, coffee machine); provide all other information which will help the employee settle in, including housing, health, banking, transportation, and dress code requirements; explain fire and health and safety procedures.
- Provide background information on the organization, including services, culture and strategic objectives.
- Provide basic personnel information.
- Clarify the teacher's role and key objectives and the standards you expect.
- Communicate policies and procedures; make them all available, but focus initial training efforts on the most urgent and important (e.g., safety).
- Use a mix of training methods; focus on hands-on activities, or at least observation of activities, rather than just providing instruction manuals.
- Involve the new teacher in real work (with appropriate supervision) as soon as possible; identify opportunities for early successes.
- Confirm understanding at every stage, particularly for written information.
- Hold frequent informal progress reviews — perhaps on a daily basis for the first week, then weekly for a month; encourage discussion of problems.
- Modify your plans in the light of the teacher's progress and comments.
Cardinal Rules
Do:
- make all teachers feel welcome from the start
- prioritize training which will make the person useful
- involve new teachers in productive activities as soon as possible
- provide opportunities to succeed
- check understanding of new information
- discuss progress and problems frequently, and modify plans accordingly
Don't:
- make assumptions about the new teacher's knowledge, skills and attitude
- overload anyone with too much at once
- rely on large quantities of written training information
- expect new teachers to perform without adequate induction
Resource 11: Evaluating your induction process
When evaluating induction as it is delivered in your school, use these questions as a basis for your enquiry:
- Does the school have a clearly delineated induction program for newly hired staff?
- What is the main approach of this induction program? Does it place the school at its centre, or the new member of staff?
- What method is used to evaluate the effectiveness of this induction program?
- Do the inductees have any role in reviewing the effectiveness of the induction program?
- How are the changing needs of the school incorporated into the induction program?
On completing induction, individual inductees could be asked the following questions to enable the ongoing development of induction in your school:
- How would you describe the level of support you received throughout your induction?
- What were the most useful aspects of your induction and why?
- In what ways do you think that your induction could have been improved?
- Was there anything that you needed to have been told but weren't?
- Did you meet all the members of staff that you should have met, when you should have met them?
- Was the literature provided relevant and useful?
- Was any aspect of your induction not at all useful?
It goes without saying that inductees should be free to give any such feedback without fear of reprisal.
Resource 12: Advice on inducting recently qualified teachers
In the article Widening and Deepening the Pool on the Teachers Network, the author summarizes research on induction and support for recently qualified teachers. According to research, effective induction programs should:
- provide emotional support as well as clinical coaching and assessment
- cultivate mutual support within peer groups
- provide for socialization of the new teacher
- focus new teachers on long-term career goals
- articulate district and school norms for teacher performance and conduct
- provide support teachers who can offer day-to-day support
- provide for new teacher professional development
The article goes on to suggest that the program content for effective induction for newly or recently qualified teachers should consist of the following:
- introduction to school personnel and school facilities and equipment
- classroom management, student discipline and professional obligations
- professional development (e.g., attending professional conferences, being exposed to a variety of instructional strategies and evaluation methods)
- information about contract and personnel policies
- information about school policies
- non-evaluative assessment using teacher standards and the peer coaching model
The article also points out that additional considerations might include:
- new teachers being assigned to classes which are less difficult to teach
- new teachers having a lighter teaching load
- new teachers being provided with time to interact with each other and with more experienced teachers, and having ample opportunities to observe other teachers teaching
Resource 14: Temporary staff – handbook template
A handbook for temporary teachers needs to contain at least the following items. Many can be pre-completed, but some sections, such as the name of the contact teacher for the day, will need to be filled in at the last minute:
- school details such as name, address and location, methods of contact such as email and telephone, principal, key members of staff and so on
- the name of the contact teacher for the day
- school map
- dress code
- information about the school's facilities, for example, where the toilets are, where personal possessions can be stored, where the staffroom is and so on
- timings for the school day, including break and lunch times
- playground duties
- routines and regulations (for example, fire, uniform, registration and so on)
- behavior policy
- essential pupil information
- a blank lesson plan format
- schemes of work or summaries as appropriate
- abbreviated relevant information from the staff handbook
- Health and Safety information such as lab and workshop rules and so on
- homework policy
- marking policy (as it applies to temporary staff in your school)
- resources policies such as photocopying and technical support and procedures
- a list of the expectations of supply teachers
- an outline of the support available for supply teachers
- a salary claim form (or information about where these can be found)
Resource 15: A checklist for effective induction
Induction into your school as an institution
- Mission statement
- Ethos
- History
- School's physical layout
Induction into the procedures of your school
- Terms and conditions of employment
- Codes of professional practice
- Procedures for staff discipline
- Staff grievance procedures
- Relevant school policies
- Information about representation by professional associations
- Information about performance management and appraisal
- Health and safety considerations
- Car parking
- Security arrangements
- Flow of information
- School associations
Induction into the department
- Departmental organization
- Facilities and resources
- Dress code
- Methods of communication
- Personal use of resources
- Continuing professional development
- Internal departmental appraisal
- Expected working hours
- Meeting arrangements and other relevant departmental policies
Induction into the requirements of the job
- The finer details of their contract
- The implications of any open-ended or potentially ambiguous clauses
- The priorities of the job
- The skills the inductee is expected to display
Resource 16: Procedures at your school
New staff will need to know at least the following about the procedures at your school:
- Terms and conditions of employment – essential for all employees, but apparently surprisingly overlooked in many schools.
- Codes of professional practice – does the job role of the new teacher have a recognized code of professional conduct?
- Procedures for staff discipline – hopefully unnecessary, but an important aspect of an employee's rights and responsibilities.
- Staff grievance procedures – what rights to redress do staff have? How can they make a formal complaint? What support are they entitled to?
- Relevant school policies relating to staff conduct such as equal opportunities, workplace bullying and harassment – the stance that your school takes regarding these and similar staff conduct issues should be conveyed at the earliest opportunity.
- Information about representation by professional associations (unions) –new teachers will need to be introduced to relevant representatives.
- Information about performance management and appraisal – how does it work in your school? What level of performance management takes place? Is it statutory? Can it lead to performance related pay and so on?
- Health and safety considerations – what is legally required and what has been devised specifically for the school? Does any aspect of this information relate in particular to the new teacher (for example, science lab rules and regulations)?
- Car parking – what does the new teacher need to know?
- Security arrangements – what is in place to protect teachers while carrying out their jobs? What security exists for the whole school community? What does the new teacher need to be aware of? How can the new staff enhance security in the school?
- Flow of information – how is information relayed around your school? Via paper memos in pigeonholes/boxes? Via email?
- Does the new teacher need a school email account? How can they get one?
- School associations – does your school have, for example, a parent-teachers' association? Are there any others that the new teacher needs to know about?
Resource 17: Procedures into the department
New staff should know the following about the department they've just joined:
- The way in which the department is organized – what hierarchies exist? Who are the key personnel? What non-teaching staff support the department?
- The facilities and resources that the department has – including books, equipment, stationery, information and communication technology, photocopying, use of support staff and allowed expenses (if any).
- The dress code – are there any safety considerations?
- Methods of communication used in the department, both formal and informal - for example, is there a protocol for requesting equipment? How is this achieved? Through filling in a form, sending an email or some other method? How do department members communicate with each other informally? Through chatting in the staffroom? Through organized social events?
- Using equipment and resources for personal reasons – for example, email and telephone facilities... is this allowed? What restrictions are in place?
- Continuing personal and professional development – does the department have a policy or is there a whole school policy?
- Internal departmental appraisal – does it take place? What does the new teacher need to know?
- The expected working hours in the department – do these differ from the rest of the school as a whole? Why might this be?
- Meeting arrangements – how frequently do members of the department meet? Is there a time restriction policy for meetings?
- What else does the new teacher need to know?
Author Bull, S and Solity,
Title: Classroom Management: Principles to Practice (1993)
Publisher: Croom Helm ISBN 0709950675
Author DES
Title: Working with teaching assistants – a good practice guide (2001)
Publisher: DES
ISBN DES/0600/2001
Author Lorenz, Stephanie
Title: Effective in-class support: the management of support staff in mainstream and special schools (Resource books for teachers)
Publisher: David Fulton Publishers
ISBN 1853465054
Author Lucas, A F
Title Using psychological models to understand student motivation.
In M. D. Svinicki (ed.),
New directions for teaching and learning
Publisher: Jossey-Bass